Marylands Failure to Desegregate Its Historically Black - - PowerPoint PPT Presentation

Policies And Practices Rooted In The De Jure Era

The Coalition For Equity And Excellence In Maryland Higher Education et al. v. Maryland Higher Education Commission Plaintiffs’ Opening Statement January 3, 2012

Maryland’s Failure to Desegregate Its Historically Black Institutions:

Maryland’s Affirmative Obligation Under Fordice

“Our decisions establish that a State does not discharge its constitutional obligations until it eradicates policies and practices traceable to its prior de jure dual system that continue to foster segregation.” U.S. v. Fordice, 505 U.S. 717, 728 (1992).

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Maryland’s Traceable Policies

Limited Missions: Maryland Assigns Limited Roles and Missions To Historically Black Institutions (“HBIs”) Underfunding: Maryland Underfunds HBIs, Including Through Mission-Driven Funding Formula Program Duplication: Maryland Unnecessarily Duplicates Programs and Fails to Provide Unique High Demand Programs at the HBIs

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3 Policies/Practices Traceable to De Jure Era

The Definition Of “Policy”

“A plan or course of action adopted by government, ruler, political party, etc” “It is important to state at the outset that we make no effort to identify an exclusive list of unconstitutional remnants of Mississippi’s prior de jure system…. With this caveat in mind, we address four policies of the present system: admissions standards, program duplication, institutional mission assignments, and continued operation of all eight public universities.” Fordice, 505 U.S. at 733 (emphasis added).

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Fordice Dictionary New World Dictionary, 2nd Edition

A “Policy” Need Not Be Written Regulations

In Spell v. McDaniel, the 4th Circuit affirmed the district court’s definition of a “municipal policy” as including “not only ‘official policy directives, regulations or ordinances,’ but ‘what the law considers de facto or in fact practices, custom, or policies caused, maintained, tacitly encouraged or condoned’ . . . ‘even though these ... have at no time received formal approval through the local government's decision making channels.’” 824 F.2d 1380, 1397-98 (4th Cir. 1987) (emphasis added).

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“Practice” Refers To State Action

“ To do or engage in frequently” “Thus, even after a State dismantles its segregative admissions policy, there may still be state action that is traceable to the State’s prior de jure segregation and that continues to foster segregation.” Fordice, 505 U.S. at 729.

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Fordice Dictionary New World Dictionary, 2nd Edition

The Legal Definition Of Practice Is The Same As The Dictionary Definition

• The court noted ‘little has been written in the federal courts…about the

meaning of the term ‘practice.’” Id. at 502. Looking to Black’s Law Dictionary, the court accepted the plain meaning of “practice” as: “Repeated or customary action; habitual performance; a succession of acts of similar kind.” Id.

• The court also looked to the Random House Dictionary, which defined

“practice” as: “[H]abitual or customary performance; operation; habit; custom; repeated performance or systematic exercise.” Id. at 502-03.

• As a result, the court read an occurrence of a discriminatory practice to

constitute an event or incident that encompasses a discriminatory

• action. Id. at 503

7

Moseke v. Miller and Smith, Inc.,

202 F. Supp. 2d 492 (E.D. Va. 2002)

Unnecessary Program Duplication Under Fordice

“It can hardly be denied that such duplication was part and parcel of the prior dual system of higher education—the whole notion of ‘separate but equal’ required duplicative programs in two sets of schools—and that the present unnecessary duplication is a continuation of that practice.” Fordice, 505 U.S. at 738 (emphasis added).

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The Definition of “Traceable” Is Not Hyper-Technical

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“Evidence or an indication of the former presence or existence of something; a vestige” Referring to traceable policies/practices as “remnants” -- E.g., Fordice, 505 U.S. at 733.

Fordice Dictionary

Proving Traceability Is Not A High Hurdle

Justice Thomas Concurrence in Fordice “Plaintiffs are likely to be able to identify, as these plaintiffs have identified, specific policies traceable to the de jure era that continue to produce a current racial imbalance. As a practical matter, then, the district courts administering our standard will spend their time determining whether such policies have been adequately justified-a far narrower, more manageable task than that imposed under Green. A challenged policy does not survive under the standard we announce today if it began during the prior de jure era, produces adverse impacts, and persists without sound educational justification.” Fordice, 505 U.S. at 746.

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3 Specific Policies/Practices

De Jure Era Polices/Practices Current Policies/Practices Maryland Assigned HBIs More Limited Roles and Missions Maryland Assigns HBIs More Limited Roles and Missions Maryland Knowingly Underfunded Its HBIs Maryland’s Knowingly Underfunds Its HBIs through Formula Maryland Unnecessarily Duplicated Programs and Failed to Establish Unique High Demand Programs Maryland Unnecessarily Duplicates Programs (Including over the objection

• f the Attorney General’s Office) and

Provides Few Unique, High Demand Programs

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Maryland has Conceded that Program Duplication and Limited Missions are Traceable

2005 Attorney General Opinion: Policies are Traceable to De Jure Era

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“There is no doubt that Maryland operated de jure segregated public higher education programs before 1969 when OCR found the State in violation of Title VI, and that some policies, such as program duplication at geographically proximate schools, are traceable to that era.”

PTX 698 at MDED-0047532, emphasis added

• Asst. AG’s Objection To Duplication Of Morgan’s

MBA Program in 2005 Also Finds Traceability

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“Unnecessary program duplication is part and parcel of the prior segregated system of higher education in Maryland. Under these circumstances, approval of the proposed program would be a continuation of a policy and practice, at least in this instance, that is a vestige of the prior segregated

• system. Rather than eliminating a vestige of the

dual system, the State would be maintaining a vestige.”

PTX 14 at MSU-00003651-52, emphasis added.

Maryland Concedes Program Duplication and Limited Missions are Traceable in 2006 Committee I Report

15

(PTX 8 at MDED-00018955.)

The 3 Challenged Policies Affect Student Choice

“Two broad categories of practices … inhibit “free choice” by students as to university attendance. The first category comprises policies that have the effect of discouraging or preventing blacks from attending HWIs… . The second category consists of policies that discourage whites from seeking to attend HBIs, examples of which include: duplication of programs at HBIs and HWIs in the same geographic area; the assignment to HBIs of institutional missions that restrict them to programs of instruction that cannot effectively attract whites; and the failure to fund HBIs comparably to HWIs or to locate high-prestige programs at HBIs. As a result of such policies, disproportionate numbers of whites can satisfy their curricular desires at HWIs, and cannot satisfy them at HBIs, thereby discouraging them from choosing to attend HBIs.” Knight v. Alabama, 14 F.3d 1534, 1541 (11th Cir. 1994).

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Overview of Maryland’s De Jure History

• Chronicled in official state reports from the de

jure era through the present

• Put HBIs at a tremendous disadvantage in

comparison to the TWIs

17

“Enormous Differential In Favor

• f The White Race”

“In the field of higher education, while the State has fostered white colleges for one hundred and fifty years it made its first grant to a Negro college in 1914

• r twenty-two years ago. … The

contrast between the amounts of money received by the two racial groups would show, if possible of compution, an enormous differential in favor of the white race.”

(PTX 17 at CET-00004305, emphasis added.)

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1937: “Deficiencies” in Curriculum, Library and Labs

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“On the academic side, the curriculum has always been weak because of lack of adequate library and deficiencies in instruction in modern languages, but more especially in laboratory work in the sciences.”

(PTX 17 at CET-00004179, CET-00004220.)

“One doubts that the equipment is sufficient to

• ffer the most elementary courses in the

physical sciences. In comparison with the numerous laboratories at the University of Maryland, replete with modern apparatus … .”

1937: Limited De Jure Program Offerings

20

PTX 17 at CET-00004194

1937: Limited De Jure Program Offerings

21

PTX 17 at CET-00004195

1937: Discrimination Limited Growth of Historically Black Institutions

“From these figures we may reasonably conclude that the enrollment of white state- aided institutions is very much more stimulated by the aid given than is the case with the Negro

• institutions. We may also conclude that the

enrollment in the Negro institutions would be very considerably greater if State aid to Negro students were on a par with that offered white students.”

22

(PTX 17 at CET-00004231.)

De Jure Origins of Dual Mission

1937: “It will be granted that, generally speaking, Negro college students come from economic environments much less likely to provide them with funds for higher education than is the case with white students. In other words, Negro students really need more assistance from public funds than white students.” Continuation of Dual Mission:

(PTX 17 at CET-00004227; PTX 2 at MDED-00217394.)

2008: “HBIs need a different form…because unlike the TWIs, the HBIs have a dual mission: (1) to carry out their regular collegiate programs…and (2) to provide strong programs in developmental education to ensure access and success to students, mostly from low-income families, who

• therwise would not have an opportunity to

pursue a bachelor’s degree.”

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1947 Report Calls for Equal Funding of Black Schools

“It seems to us that the state's obligation to afford equal facilities requires the adoption of a policy of supporting institutions for the higher education of whites and of Negroes at the same financial level.” “The state has consistently pursued a policy of providing higher education facilities for Negroes which are inferior to those provided for whites. The meager appropriations and the inferior accreditation status of the Negro colleges attest to this fact.”

(PTX 18 at CET-00002301, CET-00002028.)

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1947 Princess Anne: “Shamefully Neglected”

“Princess Anne College is now a branch of the University of Maryland. Under this arrangement the development of the Negro land-grant college has been shamefully neglected. Without question it is the weakest land grant college anywhere in the United States.”

(PTX 18 at CET-00002268.)

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1950 Report Describes “Continuous Uphill Struggles”

PTX 826 at CET-00003933; CET-00003960.

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Maryland Largely Ignored The Brown Decision

“For a number of years there continued to be at best benign neglect of the State’s obligation to desegregate and at worse outright hostility and foot-dragging.”

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Defendants’ Statement of the Case (Dkt. No. 178), at 2-3:

1955: Limited De Jure Program Offerings

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PTX 19 at CET-00002674

Maryland Refused to Expand Missions Of HBIs

Fleming, ‘Desegregation in Higher Education in Maryland’ 1958: “These colleges believe, also, that as their facilities are improved, they will attract white students, as well as many Negro students who now go to out-of-state institutions.”

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Framptom Commission Report, 1960: “Morgan State College would serve as a branch of the University of Maryland in the Baltimore area far more logically than the State Teachers College at Towson.” By 1960, HBIs had expressed a desire to expand their mission, and state reports advocated mission expansion.

(PTX 369 at 280; PTX 20 at CET-00004609.)

1960-66 Maryland Refuses to Expand Role of Morgan State

• 1960 -- Framptom Commission recommended

that Morgan be expanded to serve role of principal institution in Baltimore. Maryland ignored recommendation

• 1966 -- Maryland establishes entirely new

institution -- UMBC

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1970’s – Maryland Ignores Report That Would Have Made UMES Principal Institution on Eastern Shore

“Salisbury State College should change its function and be converted into a two-year community college. Maryland State [UMES] should remain a four -year institution and might be put within the state college system.”

1970 Report

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In 1975, a Governor’s panel recommended merging SSU into UMES because the merger “would result in a better opportunity for students of both, better teaching and learning situations for all, and a more adequate service to the community.”

Final Report of the Governor’s Commission on Education (1975)

PTX 409 at CET-00004323; PTX 380 at CET-00004510

1974 Cox Commission Recommends Special Funding for HBIs

PTX 22 at MDED-00017394-95.

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1975-Maryland Acquires University of Baltimore Rather Than Invest in Morgan

• In 1975, Maryland acquired the bankrupt

University of Baltimore

• Originally only offered upper-division

undergraduate programs (Jr/Sr) and graduate programs

• Fall 2007 – University of Baltimore admits

Freshman and Sophomores

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1981 Report Documents Continued Limited Role and Missions

PTX 40 at MDED-00025782, emphasis added.

The Report calls upon Maryland to “strengthen the role and mission of the historically black institutions”

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1981: Continuation of De Jure Conditions

“From evaluation of the overall quality and condition

• f

facilities and equipment, three notable deficiencies stand out among the Black Institutions:

• 1. The deplorable condition of science

laboratories.

• 2. The pronounced need for improved

support for equipment maintenance and replacement.

• 3. The generally poor condition of the

residential space.”

(PTX 40 at MDED-00025810.)

35

1981: Report Calls for Increased Library Funding

“The libraries of the four historically black institutions are in need of new, expanded financial support, consistent funding . . . Failure to respond and correct these problems can only add to the current shortcomings of the library system . . . . If steps are not taken now to overcome the situation, the damage will continue and become permanent.”

(PTX 40 at MDED-00025842-43.)

36

1981: Report Calls for Increased Maintenance Funding

“Most of the campuses, notably Morgan and UMES, suffer from a serious burden

• f

‘deferred maintenance.’ While the reality of tight budgets and fiscal constraints cannot be ignored, a definite and equitable plan is essential to restore the rapidly deteriorating segments

• f

the campuses’ physical plant.”

(PTX 40 at MDED-00025824.)

37

1981: Chronic Underfunding

“Coppin appears to lack sufficient funds for proper equipment and

• maintenance. Staff cutbacks had been especially severe, and funds

for equipment, replacement of burned out lights, etc., are short.” “UMES has had continuing difficulty with the air conditioning unit for several years. It now may require complete overhaul, and was non- functional at last report. In addition, the processing area in Douglass Library is crowded and located in an area which partially blocks an emergency exit.” “At Morgan, the infirmary was forced to abandon one of its examination rooms due to a serious roof leak.”

PTX 40 at MDED-00025807.

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1981 Report: Morgan v. UMBC and Towson

“Any student who visited the neat, trim, well- kept, well-supplied, clean, freshly painted, well-lit classrooms, halls, studios and seminar rooms at UMBC or Towson and then compared them with Morgan would immediately choose the former regardless of the quality of the program.” “Any student, parent, or counselor who visited UMBC would be extremely impressed and excited about it. … As mentioned earlier, the contrast with Morgan in almost all cases is

• extreme. Only the dedication of the faculty

seems to compare.”

39

PTX 40 at MDED-00025923; MDED-000025936, emphasis added.

1981 Report: Bowie, Coppin “Inadequate”

Bowie and Coppin “Limited resources affect the ability of Bowie and Coppin State Colleges to offer quality teacher education programs on a parity with those at Towson State University.” “Bowie and Coppin have inadequate equipment for science education. If institutions such as Bowie and Coppin are expected to offer quality programs which will in turn produce quality graduates, then these institutions must be funded at a level that will assure effective programs.”

40

(PTX 40 at MDED-00025872.)

1992 Maryland Commits to Remedy Underfunding of HBIs But Fails To Do So

“In developing enhancement plans, it became clear that the achievement of eminence for the historically Black institutions must address… “catch-up,” which includes funding of enrollment increases that over the years have had limited or no General Fund support, and areas of under-funding which include, for example, scholarships, student services, information technologies, libraries, and

• ther institutional infrastructures”

PTX 41 at MDED-00014724.

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Cumulative Effect of Underfunding

“Discrepancies in funding grow and become embedded

• ver the years. ‘A discrepancy of a few hundred dollars in

spending per student may have little impact in a single year, but if this discrepancy continues year after year, sometimes less and sometimes more, the basic fabric of the institutions being disparately treated begins to vary more and more.’” –Knight, 900 F. Supp. at 311.

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Maryland’s History With OCR

• Began in 1969
• In 2000, reached Partnership Agreement

43

1969 OCR Notice To Maryland “In 1969, OCR notified the State of Maryland that it was one of ten states

• perating a racially segregated

system of higher education in violation of Title VI and applicable federal law.”

44

(PTX 4 at MDED-00041509.)

Maryland’s Negotiations With OCR

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1969 1976

OCR Approaches Maryland MD denies Morgan Request to be established as biracial University OCR moved to cut off MD’s Federal Funds and MD

• btains injunction

against OCR

1974

MD submits to OCR its Plan for Completing the Desegregation of the Public Postsecondary Education Institutions

1970

OCR rejects MD’s Desegregation Plan as Inadequate

Maryland Negotiates With OCR, While Refusing To Expand Mission of Historically Black Institutions

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1980

OCR rejects Maryland’s Desegregation Plan as Inadequate OCR resumes negotiations with MD; consent decree ending litigation entered

1982

OCR and Maryland enter into A Plan to Assure Equal Postsecondary Opportunity, ’85-’89

1985

2000: OCR and MD enter the Partnership Agreement

1992

Fordice Decided OCR issues Notice of Application of Fordice

1994 2000

Plaintiffs’ Expert Dr Clifton Conrad Worked With OCR To Identify Traceable Policies With Segregative Effects

• Partnership Agreement Commitment #8
• Partnership Commitment #9

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Maryland’s AG Agreed The 2000 Partnership Agreement Identified Policies With Segregative Effects

2005 Maryland Attorney General Opinion: Legal Advice to MHEC “Finally, you asked us to identify other factors that should be evaluated in an effort to determine whether Maryland has dismantled its de jure segregated higher education system. The answer to this question is informed by Maryland’s decades of work with OCR, spanning multiple desegregation plans, to identify policies with segregative effects and to implement appropriate remedies. The consensus reached by Maryland educators and OCR officials undoubtedly identified the universe of areas where remediation might be appropriate.”

48

PTX 698 at MDED-00047539, emphasis added.

Maryland’s Signatory To Partnership Agreement Testified Partnership Agreement Addresses Vestiges of Segregation

Testimony of Mr. John Oliver Q. Did MHEC understand at the time of the initiation of the Partnership Agreement that vestiges of segregation still existed in Maryland? THE WITNESS: Yes. Q. How do you know that? A. We signed an agreement recognizing that there was a need reflected in these commitments to address the vestiges, which were in essence generally articulated in those nine commitments. Q. Is it fair to say that by signing the Partnership Agreement, MHEC understood there to be vestiges of segregation? A. Yes. .

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Oliver Dep. Tr. 24:23-25:14.

2000 Partnership Agreement Addresses 3 Segregative Policies/ Practices

Assignment of More Limited Mission to HBIs

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Policy/Practice: Educationally-Sound Remedy

Maryland agreed to expand missions of HBIs and provide unique, high demand academic

• programs. (PTX 4 at 32.)

Maryland agreed to avoid unnecessary program duplication.

(PTX 4 at 32.)

Maryland agreed to fund HBIs sufficiently to allow them to compete for white students with TWIs. (PTX 4

at 35.)

Approving Unnecessarily Duplicative Programs Underfunding HBIs through funding formula

2000 Partnership Agreement Included The Goal

• f Attracting White Students To HBIs

“At the October 25, 1999 meeting, it was agreed that the State

• f Maryland would engage in this review [of desegregation]

through a partnership approach with OCR. During this meeting, OCR informed Maryland that, based on its analysis, it would focus the review on the following issues:

• 1. Enhancing Maryland’s four HBUs in order to improve

educational opportunities for African Americans students who attend them and to increase their attractiveness to students of all races, especially white students, including addressing the problem of unnecessary academic program duplication among the HBCUs and geographically proximate TWIs.”

51

PTX 4 at MDED-00041527, emphasis added.

The Partnership Agreement Commits Maryland To Desegregating Its Historically Black Institutions

Maryland agrees “to assure that African Americans have equal access to public higher education in Maryland at the undergraduate, graduate and professional levels in desegregated institutions, including desegregated TWIs and HBCUs.”

52

PTX 4 at MDED-00041533, emphasis added.

Partnership Agreement Recognized Desegregation Requires Expanding Role, Mission of HBIs

The objectives and strategies include “enhancing the missions of HBCUs and their enrollment of non-African American students; strengthening the undergraduate and graduate programs at HBCUs; developing high-demand unique academic programs at HBCUs; avoiding unnecessary program duplication at geographically proximate HBCUs and TWIs.”

53

PTX 4 at MDED-00041517.

Partnership Agreement Recognized Desegregation Requires Additional State Investments In HBIs

“Additionally, the Plan recognizes that sustaining a desegregated system will require additional State investments in HBCUs as well as a commitment to programs that improve the educational opportunities for African American students.”

54

PTX 4 at MDED-00041517-18.

Commitment #8

• “Avoiding Unnecessary Program Duplication of and

Expansion of Mission and Program Uniqueness and Institutional Identity at the HBCUs”

• “The State will take appropriate steps to ensure that

unique, high demand and other programs that are approved for HBCUs by operation of law or by MHEC, for the purpose of promoting their institutional competitiveness and ensuring that these institutions attract students regardless of race”

55

PTX 4 at MDED-00041539, MDED-00041540.

Commitment #9 Enhancing HBIs

“[T]he State commits to design measures which ensure that HBCUs are comparable and competitive with the TWIs in all facets of their operations and programs, as soon as possible and before the expiration of this

• Agreement. These measures will be designed to ensure

that these institutions provide equal opportunity for a quality education to all students who choose to attend them and to enable them to compete for and be attractive to students regardless of race.”

56

PTX 4 at MDED-00041541.

2001: OCR Expressed Concern About Maryland’s Funding of HBIs

“OPERATING FUNDS: … Our analysis of that information [funding data] found that the funding actually approved for Maryland TWIs represents increases for the TWIs as a whole that were substantially greater than the increases in funding for Maryland’s HBCUs. Indeed, rather than enhancing the position of the HBCUs in relation to the state’s other public four year institutions, these funding decisions are likely to move Maryland further away from the goal of comparability.”

PTX 6 at MDED-00022285.

57

2005: OCR Expressed Concern Maryland Misinterpreted Fordice, Allowing Duplication of Morgan’s MBA Program

“We are concerned that MHEC has misinterpreted the requirements of Title VI of the Civil Rights Act of 1964 and the U.S. Supreme Court’s Fordice decision, as they relate to unnecessary program duplication during the desegregation of a formerly de jure system of higher education.”

58

PTX 36 at MDED-00049074.

Maryland Employs Wrong Standard For Unnecessary Program Duplication

Testimony of Sue Blanshan, Maryland 30(b)(6) Witness Q. Thank you. Are you familiar with the phrase "unnecessary program duplication"? A. Yes, somewhat. Q. What does that refer to?

• MS. BAINBRIDGE: Objection.

BY MS. HARRIS: Q. You may answer. A. It is not a term that we utilize in program review. We look at unreasonable program duplication that causes unnecessary harm.

59

Blanshan Dep. Tr. 59:19-60:3

2005: AG’s office Advises Maryland Is Fostering Segregation By Allowing Duplication of Morgan’s MBA Program

• “Under these circumstances, approval of the proposed

program would be a continuation of a policy and practice, at least in this instance, that is a vestige of the prior segregated system. Rather than eliminating a vestige of the dual system, the State would be maintaining a vestige.”

• “Perhaps most alarming is a complete lack of an

analysis regarding the possibility of accomplishing legitimate educational objectives through less segregative means, particularly in light of existing programs at HBIs that are not at capacity.”

60

PTX 14 at MSU-00003651-52

2005: HBI Presidents Object to Limited Missions And Program Duplication

• “Historically, HBIs have had relatively narrow missions and

substantially fewer academic programs than majority

• campuses. This has limited their attractiveness to students
• f all races…. However, rather than become more distinct,

campuses have tended to become more duplicative of one another in recent years.”

• “[T]he position of these four institutions threatens to

deteriorate even further as certain TWIs are being targeted as growth institutions and any uniqueness in mission and programs between HBIs and TWIs is being systematically eroded.”

61

PTX 13 at CET-00001166, CET-00001160

2005: HBI Presidents Note Insufficient Funding Prevents Expansion of Missions

• “The commitment to operating budget enhancement at HBIs in the

Plan unfortunately is weak … This approach generally makes it difficult for campuses to expand their missions ...”

• “It is apparent that the State has treated HBI enhancement as an

effort that can be compartmentalized into minor components and as a short-term commitment. This can no longer be the case. HBIs need to offer students the same quality and range of educational experiences as students attending other campuses

• receive. … A good indicator of the extent to which HBIs are

competitive with their peers will be the extent to which they will be able to compete for and attract students of other races based on program quality instead of how much scholarship they offer… .”

62

PTX 13 at CET-00001166, CET-00001170 , emphasis added.

HBI Presidents Call For Expanded Missions

2005 Report Calls for Appointment of Panel of Experts To Study:

• “How the missions of HBIs can be expanded and made

more substantive. How to ensure that when new academic, research, and service programs supporting the expanded missions are developed at HBIs they will be adequately funded rather than requiring support to be re-allocated from existing programs. What measures are necessary to ensure mission and academic program[s]…”

63

(PTX 13 at CET-00001171.)

• Dr. Clifton Conrad Has Confirmed

Concerns of HBI Presidents

HBIs have more limited role and missions than TWIs. (Unique high demand programs 11 HBI -122 TWI.) No academic programmatic identity other than as “black colleges.” Widespread in Maryland. More Unnecessary Program Duplication Than in Fordice.

64

Limited Role and Missions Unnecessary Program Duplication

2008 Bohanan Commission To Study Higher Education Funding

• “[I]ncludes senators, delegates, cabinet secretaries,

college presidents, higher education association presidents and executive directors, members of the business community and members of the public.”

• Charged “with reviewing options and making

recommendations relating to the appropriate level of funding for the state’s historically black institutions (HBIs) to ensure that they are comparable and competitive with other public institutions.”

65

PTX 2 at MDED-00217384

2008 Bohanan Commission Creates HBI Study Panel

66

PTX 2 at MDED-00217383

Maryland Has Fully Adopted The Findings of The HBI Panel And Bohanan Commission

Deposition Testimony of George Reid, MHEC

• Asst. Secretary for Planning & Academic Affairs

30(b)(6): “Q. Is it correct that MHEC believed that the content of the HBI study panel report was accurate? “A. Yes.”

67

Reid Dep. Tr. 181:16-19

2008 HBI Panel Called For Change In Maryland Policies/ Practices

68

PTX 2 at MDED-00217399-400

Called upon Maryland to:

• “[R]estructure the process that has caused the

inequities and lack of competitiveness between the HBIs and the traditionally white doctoral institutions.”

• “We refer to the process by which a state sets

university missions, approves new programs, funds them through some model or process, and then holds universities accountable for results.”

Missions Are Critical In Maryland Higher Education

Maryland’s Statement of The Case

• “The kind of mission a university develops

influences many aspects of its operations. It affects the kinds of programs it offers, the funding it receives, the buildings it constructs, and the students it attracts.”

69

Defendants’ State of the Case (Dkt. No. 178), at 12.

Maryland Education Code

Maryland Shall: “Develop a mission for each campus which builds upon the unique strength of the campus and embodies a diversity of programs[.]”

70

• Md. Code Educ. Ann. Sec. 10-209(c)(2)

Maryland Education Code: College Park As Flagship

College Park– The Flagship

• “Enhance the mission of the University of Maryland, College Park as the

State's flagship campus with programs and faculty nationally and internationally recognized for excellence in research and the advancement of knowledge;

• Admit to the campus freshmen who have academic profiles that suggest

exceptional ability;

• Provide access to the upper division undergraduate level of the campus

for students who have excelled in completing lower division study; and

• Provide the campus with the level of operating funding and facilities

necessary to place it among the upper echelon of its peer institutions[.]”

71

• Md. Code Educ. Ann. Sec. 12-106(a)(1)(iii)(1)

MD Education Code Missions: UMBC vs Morgan

72

UMBC Morgan “Maintain and enhance an academic health center and a coordinated Higher Education Center for Research and Graduate and Professional Study in the Baltimore area, comprised of the University of Maryland, Baltimore and the University of Maryland Baltimore County, with a focus on science and technology[]” “Morgan State University: (1) has the responsibility, with other educational institutions, for providing higher education research and graduate study in the Baltimore area, (2) is the State’s public urban university with a mission of instruction, research and service.” “Enhance and support high quality undergraduate, teacher preparation, and masters programs at the regional comprehensive institutions, recognizing and supporting the unique mission of each of these institutions[]”

• Md. Code Educ. Ann. Sec. 12-106(a)(1)(iii)\(2), (3)).
• Md. Code Educ. Ann. Sec. 14-101(b)(1), (2).

Maryland Education Code Missions

• TOWSON -- “Support Towson University as the largest

comprehensive institution[]”

• HBIs -- “Enhance the historically African American

institutions and recognize the role of the University of Maryland Eastern Shore as the State's 1890 land grant institution[]”

73

• Md. Code Educ. Ann. Sec. 12-106(a)(1)(iii)\(4)-(5).

Role And Mission of Maryland HBIs

De Jure Era Today Educate Black Students Educate Primarily Black Students More Limited Academic Program Offerings More Limited Academic Program Offerings Serve, without additional state support, poorer students with substantial remedial needs Serve, without additional state support, poorer students with substantial remedial needs

32

Large Disparity in Unique, High Demand Programs

75

Traditionally White Institutions: 122 Programs Historically Black Institutions: 11 Programs

Example: Morgan State v UMBC

76

Doctoral Programs Carnegie Classification Library Size 8 19 Doctoral Research Doctoral Research High Activity 378,687 books 1,020,138 books Morgan State UMBC

Source: PTX 71 at 114, 117

Maryland Describes UMES As “Research” Institution But It Lacks Programs And Infrastructure

77

Research – Very high Activity Research – High Activity Doctoral/Research Masters Larger Programs Masters Medium Programs Masters Smaller Programs UM – College Park UMES

Maryland Blames Historically Black Institutions For Their Limited Missions

Maryland’s Statement of the Case

• “Each university determines its own written

mission, subject to limited review and comment by MHEC.”

78

Defendants’ Statement of the Case (Dkt. No. 178), at 12.

There Is A Difference Between Mission And Mission Statement

Mission, Role and Scope in Higher Education

• “A mission is what an institution sees itself to be in a broad philosophical

sense, including its major goals, the way it sees its major responsibilities. It has certain aspirational and futuristic aspects to it. Under this technical definition, the State of Alabama has nothing to do with institutional mission.”

• “Role essentially is what an institution does, and generally, with respect to

three major functions, instruction, research and public service. Also involved with role would be the clientele that an institution serves.”

• “Scope [is] the extent to which the institution carries out its role or does what it
• does. In a practical sense, ACHE uses this word referring to the academic

program inventory for the instructional scope of an institution.” Knight v. Alabama, 900 F. Supp. 272, 290 (N.D. 1995) (internal citations and emphasis omitted).

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Enhancing Missions Is An Appropriate Remedy Under Fordice

Knight v. Alabama “Second, insofar as defendants argue that, as a matter of law, limited missions at HBIs can never be vestiges of segregation having segregative effects, or that HBI mission enhancement can never be required to remedy the effects of past segregation, those contentions fail under Fordice. … However, … [the Court] expressly held that where upgrading HBIs “is necessary to achieve a full dismantlement [of the prior de jure segregated system],” then such measures can indeed be part of a constitutionally required remedy.”

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Knight v. Alabama, 14 F.3d 1534, 46 (11th Cir. 1994) citing Fordice, 112 S.Ct. at 2743 (internal citations omitted).

Maryland’s Attorney General Has Conceded That Enhancements May Be Constitutionally Required

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“To the extent that enhancements are necessary to cure funding inequities traceable to de jure segregation, then they are constitutionally required.”

PTX 698 at MDED-00047541

In Maryland, Funding Flows From Mission And Role

“Base funding in accordance with the role and mission of the institution, as approved by the Maryland Higher Education Commission”

• - Maryland Education Code 10-203(c)(1)

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The HBI Panel Concluded HBIs Need “Substantial Additional Resources”

“There are many indicators that suggest that substantial additional resources must be invested in HBIs to

• vercome the competitive disadvantages caused by prior

discriminatory treatment; the lack of modern state of the art science and technology labs, the aging physical plants and lack of consistent funding for maintenance, the poor retention and graduation rates of students as compared to TWls, and the large number of low income and educationally underserved students in need of financial assistance.”

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PTX 2 at MDED-00217389

HBI Panel Seeks to Adopt Policies and Practices To Remedy Inequality

“Indeed, one can reasonably assume that had the state consistently treated HBls over their lifespan in a manner comparable to the treatment of TWIs, the HBIs would currently be competitive with other public institutions in these and other aspects of their

• perations both at the undergraduate and doctoral
• levels. The goal is to adopt a set of policies and

practices that ultimately lead to the achievement of a public higher education system of national eminence in Maryland.”

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PTX 2 at MDED-00217389

The HBI Panel Report Concludes That Maryland’s Current Policies And Practices Contribute To Inequality

• “In introducing the section on doctoral education the Panel noted

the crucial way that Maryland’s process for coordinating higher education state wide contributed to the current situation regarding the comparability and competitiveness of MSU and UMES.”

• “The Commission expressed its openness to the Panel’s
• bservations and suggestions for strengthening the state-wide

coordination process so that, going forward, there is more clarity in the relationship among program approval or improvement, program funding, and program accountability.”

• “Strengthening this process will be particularly relevant as the

State considers requests from HBIs for additional funding to reach the goals of comparability and competitiveness.”

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PTX 2 at MDED-00217413 (emphasis added)

Maryland’s HBI Panel Concludes That Mission Assignments And Funding Marginalizes Historically Black Institutions

• “We refer to the process by which a state sets university

missions, approves new programs, funds them through some model or process, and then holds universities accountable for results.”

• Whether intentional or not, the past treatment of the

historically black institutions in this process in contrast to the treatment of other public institutions in the state has had the effect of substantially marginalizing the HBIs and their ability to develop and maintain comparable quality and competitiveness in the state’s system of higher education.”

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PTX 2 at MDED-00217399

HBI Panel Concludes That Dual Mission of HBIs Is More Challenging Than Mission of TWIs

• “[T]he mission of the HBIs in providing an undergraduate degree is

substantially different and more challenging than that of TWIs. HBIs historically and into the future have a dual mission. They are committed to the traditional mission of any institution of higher education to provide a quality educational experience and guide students to the attainment of an undergraduate degree.”

• “HBIs in the State of Maryland also have as their mission to

address the educational needs of students who come from families with traditionally less education and income and who are often under prepared as a result of their circumstances - not their abilities - for college level work. Helping these under prepared students earn a bachelor’s degree is central to the HBI mission. This function for the HBIs is disproportionately more important than in the TWIs.”

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PTX 2 at MDED-00217390 (emphasis added).

HBI Panel Called For Strategic Funding Approach That Takes Into Account Cumulative Underfunding of Historically Black Institutions

“The Commission's charge to the Panel portends its intent to pursue a more strategic approach to the enhancement

• f HBI programs and facilities to eliminate any vestiges

and effects of prior discrimination and the disadvantages created by the cumulative shortfall of funding over many

• decades. The charge also portends an intent to adopt a

strategic funding plan to acknowledge that shortfall and appropriate funds over time that will build the capacity of HBIs and make them comparable in terms of quality and resources to the state's public TWIs.”

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PTX 2 at MDED-00217388-89.

Plaintiffs’ Expert Dr. Toutkoushian Has Quantified The “Cumulative” Underfunding Acknowledged By HBI Panel

• Insufficient Data to Quantify De Jure Era Underfunding
• Dual Mission Underfunding: $450 million from 1990-

2009 (uses $1400 per FTE reported by Bohanan Commission)

• Overall Underfunding (1990-2009)

– $2.19 billion in unrestricted revenues – $2.36 billion in total revenues – $644 million in state appropriations

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• Dr. Toutkoushian Explains How Funding

Formula Relies On Mission

• “For several reasons, the comparator institutions chosen

for Maryland’s HBCUs work to their disadvantage and lead to lower levels of recommended funding.”

• “The first reason is that the comparators used for

Maryland’s four HBCUs are biased towards more teaching

• riented missions, and thus will tend to have less financial

resources per student. “

• “Because the de jure system of higher education in

Maryland contributed to the HBCUs being assigned less research intensive missions than the TWIs, the comparators chose for the HBCUs are on the whole less- research intensive and this further biases funding against the HBCUs in Maryland.”

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PTX 324 at 13-14.

Maryland Agrees HBIs Need Substantial Additional Resources To Be Competitive With TWIs Q. I'm sorry, just to be clear, MHEC agrees that there are many indicators that suggest that substantial additional resources must be invested in HBIs – A. Yes. Q. to overcome the competitive disadvantages caused by prior discriminatory treatment?

• A. Correct.

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Newman Dep. Tr. 133:21-134:4

Deposition Testimony of Geoffrey Newman, MHEC Director of Finance Policy:

Maryland’s 2009 State Plan: HBIs Need Substantial Resources To Attract Diverse Students

Maryland’s Historically Black Institutions need “substantial additional resources” for “recruiting, retaining, and graduating, an academically, racially, culturally, and ethnically diverse student body.”

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(PTX 1 at 27.)

Maryland’s 2009 State Plan: It Is Sound Public Policy & Practical To Increase Funding For Its HBIs

“The State of Maryland has identified as a priority for higher education the goal of providing the funding necessary to ensure that its four public HBIs– Bowie State University, Coppin State University, Morgan State University, and the University of Maryland Eastern Shore – are comparable and competitive with the State’s public TWIs.“

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PTX 1 at 26 (emphasis added).

Maryland’s Reports v Maryland’s Current Litigation Position

94

Maryland’s Reports Maryland’s Litigation Position

Historically Black Institutions Need Substantial Additional Resources for academic programs, libraries, IT, faculty, science labs, and faculty to overcome past discrimination and compete with Traditionally White Institutions for white students. On per student basis HBIs are better funded.

PTX 2 at 119; PTX 1 at 20.

Maryland’s Reports v Maryland’s De Jure Era Litigation Position

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De Jure Era: Maryland Official Reports De Jure Era: Maryland Litigation Defense

• “The state has consistently pursued a

policy of providing higher education facilities for Negroes which are inferior to those provided for whites”

• Conditions are “a disgrace to the state of

Maryland”

• Funding: “Enormous differential in favor
• f the white race”
• “Negro land grant college has been

shamefully neglected” Princess Anne (now UMES) is three or four times better funded on per student basis (Murray v Maryland -- 1935)

PTX 18 at CET-00002028; CET-00001921; PTX 17 at CET-00004305; PTX 18 at CET-00002258; Murray v. Maryland, PTX 773 at 10-11, 40.

In 1935, Maryland Argued Black Schools Were Better Funded Than White Schools

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PTX 773 at 40

But Maryland Reports Recognize Misleading Nature of “Per Student” Comparisons of Larger TWIs To Smaller HBIs

PTX 18 at CET_00002085

1947: “Comparisons between Princess Anne College and any other institution are not appropriate because none of the degree granting colleges has as small an enrollment. Although Princess Anne College spends more per student than the University of Maryland spends, it would need to spend three or four times as much as it now does in order to have anything like a comparable program for its small enrollment.”

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Knight – Economies of Scale

“Other considerations influence the financial picture. First, the economy of scale means that in general a large school can educate students more economically than can be done at a small

• school. Second, enrollment trends affect financing. A school with a

declining enrollment does not decrease its costs proportionally, and thus a school with a declining enrollment will seem to be better financed than it really is. …This means, of course, that the HBU's will appear to be in a better financial position than they are in actuality.”

–Knight v. Alabama, 900 F. Supp. 272, 311 (N.D. Al. 1995)

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Conclusion

• Maryland has not eradicated the vestiges of

discrimination from the de jure era.

• Maryland’s policies and practices regarding

mission, funding, and programs are traceable under Fordice.

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